| Abstract: | Three 7-year-old boys with histories of negative interactions were appointed to monitor individual classmates during daily noon recess. As monitors, the boys awarded points to their classmates for playing appropriately and, on rare occasions, withdrew a point for negative interactions. The three boys immediately decreased their own rates of negative interactions during the sessions in which they were appointed as monitors. Two of the boys concomitantly increased their rates of positive interactions. Their reductions in negative interactions were not maintained during reversals and did not clearly generalize to the morning or afternoon recess periods. Subsequent appointment of the boys as peer monitors during the morning recess produced similar improvements in their behavior. Results suggest that appointment to the role of peer monitor may itself function as an intervention. |
